Rato Bangala Partnership in Outreach Program

From the day Rato Bangala School (RBS) opened in 1992 the school community has devoted itself to fostering top quality education along with the inclusion of an outreach. After a series of extensive consultation with RBS parents in 2003, the Rato Bangala family determined it would dedicate 18 percent of yearly tuition fees to help improve the quality of education in both government and private schools. Over the years, this public private partnership has delivered remarkable results. Rato Bangala Partnership in Outreach Program (RBPOP) is an institutionalized social unit in RBS to run the outreach program.

Initially, RBPOP concentrated on five districts: Dailekh, Dhading, Makwanpur, Myagdi, and Lalitpur. Over five years, a total of 50 schools from these districts participated in various training programs focused on improving child-friendly teaching and learning practices; they also received scholarship support and minigrants for infrastructure projects. Encouraged by the success of RBPOP Phase – I, RBS and RBF then resolved to concentrate the efforts and resources of Phase II on the district of Dailekh. The Dailekh School Project (DSP) reached an astonishing 513 schools, comprising approximately 2000 teachers and 70,000 students at the primary level.

RBS and RBF have once again collaborated to work together for the RBPOP project titled: “Lead Schools of Lalitpur” RBF in the ten schools will provide human resources and technical support as per the need of the project. Ongoing activities include trainings for teachers and Principals. Named Rato Bangala Partnership in Outreach Program (RBPOP)- Lead Schools of Lalitpur, the third phase of the (RBPOP III)¬†is a three year program in nine schools in Lalitpur. The objective of RBPOP III project is to contribute to a cultural shift (change in the culture and practice) towards child-friendly government schools in Lalitpur. In the last six months, RBPOP III has supported in teacher professional development and the school management through its training for principals and primary teachers. The program is working with principals to support¬† in developing their academic leadership as well as management skills. Similarly, teachers are trained to conduct and manage child friendly classroom and teaching methods. Competency frameworks have been developed for both principals and teachers to help in assessing the extent of capacity building that the program has been able to achieve.